Education has been considered an equalizer in alleviating poverty. The Technical Vocational Education and Training (TVET) education is a good option in improving the quality of life. Students gain employable knowledge and skills and will end up working in companies.
The aspect of promotion is one of the challenges encountered by TVET graduates. Despite how extraordinarily well they do the ordinary tasks, there is always an issue in the promotion due to the credential-based promotion system in the industry. This single case study explored the experiences of selected TVET graduates who became engineers by pursuing a degree program in engineering. The experiences of the participants will provide future TVET graduates the insights in finding their place in the industry. Individual in-depth interviews are the means of collecting data where codes, categories, sub-themes and emerging themes would be extracted. The Self-Determination Theory (Deci & Ryan, 2012), Self-worth Theory of Achievement Motivation (Covington & Beery, 1976), and the Acquired Needs Theory (McClelland, 1987) are the frameworks in analyzing the data collected.
The findings would give the curriculum planners valuable insights in planning an appropriate curricular ladder. Recommendations derived from the study will be used to enhance the competencies of TVET graduates, TVET curriculum, academic processes, policies, and future program offerings of the technical institution for these will create an impact to the career and competitiveness of future TVET trainees. The enhancement of the TVET program will result to a seamless and borderless transition from TVET to higher education lifelong career for a blue collar worker.